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Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback

Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback
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Author(s): James McDowell (Lancaster University, UK)
Copyright: 2020
Pages: 28
Source title: Technology-Enhanced Formative Assessment Practices in Higher Education
Source Author(s)/Editor(s): Christopher Ewart Dann (University of Southern Queensland, Australia) and Shirley O'Neill (University of Southern Queensland, Australia)
DOI: 10.4018/978-1-7998-0426-0.ch007

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Abstract

This chapter discusses the implementation of research designed to investigate how video-enhanced learning, assessment, and feedback involves a dialogic approach and contributes to the concept of an integrated model of practice. It builds on the theoretical framework underpinned by both cognitive and social forms of constructivism. Developing design exemplars for video-enhanced learning, assessment, and feedback, three research cycles explored learner-artefact and learner-tutor interactions. The first cycle introduces instructional tutorial videos, freeing up time for formative feedback; the second cycle sees formative video-feedback situated within a conversational framework and video-enhanced assessment activities replace documentation tasks; while the third cycle introduces refinements to the frequency of feedback and regular video diaries, forming an integrated model of video-enhanced learning, assessment, and feedback.

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